Kimberly Walls SECD 532 October 11, 2010 8 Es Observations 10/7/2010 3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. · Great use of relevant material to captivate student audience · Nice job getting students up and moving · Excellent use of visual aids and manipulatives · Fun guessing game similar to 20 questions · Awesome use of humor · Relaxed atmosphere · Superior knowledge of subject matter · Colorful and hands on materials · Teachers are approachable and make the knowledge of the subjects feel attainable · Most presentations flowed well Kimberly Walls SECD 532 October 3, 2010 Observations from 9-30 INTASC: 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 6. Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.
Ch 4 from ITU: Assessments · Should be authentic · Journals and portfolios work well · Like the idea of periodic student—teacher consultations (5-15 minutes each) to check in with students as to their grades, goals, concerns, etc. Ch 5 from ITU: Finalizing Activities · They should be real life activities that are relevant · Instead of “field trips” use “place-based educational trip” so that they are funded · Realistic role playing assignments or projects for example have students visualize themselves as marine biologists and research where they would work, how much schooling required, how much travel involved, what a typical day would look like, etc. Very in depth Observations from 8 Es · Engaging kinesthetic activities · Clear and concise handouts · Power point also useful Kimberly Walls September 25, 2010 SECD 532 Observations 9-23 INTASC: Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. · Excellent enthusiasm · Thinking outside the box · Pragmatic · Well paced · Insightful, thorough · Use of technology · Parent/community involvement · Cross-curricular lessons are the best way for students to learn · Inspirational greeting · Well organized and prepared · Scope versus depth of content · Collaboration and cooperation are important · Have students help create unit names and themes · NCLB & AYP can go hand in hand with ITUWeek 3 Bloom's Observations: INTASC: 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. http://www.youtube.com/watch?v=LrKmM1cEffU&feature=related
Revised Bloom’s Taxonomy (1990’s—use of verb forms instead of noun forms for applied focus on meaning, long term memory, skills, attitude, and knowledge) · Remembering: recall of info · Understanding: explaining · Applying: use of new info · Analyzing: differentiation · Evaluating: passing judgment · Creating: making new things or concepts
INTASC: 2. StudentDevelopment: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. http://www.youtube.com/watch?v=eZARe2_HQcA&NR=1
Learning, Assessment, & Bloom · 3 Domains of Bloom each with different levels: Cognitive (thinking), Affective (feeling), Psychomotor (physical) · 6 Domains of the Cognitive: from highest to lowest=evaluation, synthesis, analysis, application, comprehension, knowledge · Can’t progress to higher levels without foundational levels of comprehension and knowledge · In this outline, evaluation is at the top of the hierarchy which is different from the birthday cake outline in which creation is at the top
INTASC: 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. http://www.youtube.com/watch?v=e8Tx5zxNMFk&NR=1 · Birthday cake analogy for Blooms as a hierarchy with create at the top and remember at the bottom INTASC: 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. http://www.youtube.com/watch?v=fFYI_Qo8wpY&feature=related
Vella’s 12 Principles of Good Teaching (1994) · Teaching based on needs assessment · Safety first · Sound relationships (all inclusive; trust) · Sequence & reinforcement · Praxis: theory & practice together · RESPECT · Ideas, feeling, actions · Immediacy · Clear roles · Teamwork · Engagement · Accountability Week 2 Observations:INTASC: 2. StudentDevelopment: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. 3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 5. Motivation and management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. http://www.youtube.com/watch?v=g183OXxJ2pw&feature=related · Review of 5 classroom rules · Focus on Rule 3 · Play a game to practice breaking the rule similar to rule 2 above · Then practice the right way · Let them know that sometimes it’s ok to wander (he uses a visual cue—green post-it; green means go). · When kids follow the rules they are engaged · “Engagement is what Power Teaching is all about”
http://www.youtube.com/watch?v=hmAnGnJKlwA&feature=related · Focus on rule 5: Keep your dear teacher happy · No power struggles · He Acknowledges that there are “challenging” students and discusses non-argumentative ways to deal with them · Refer to rule 5 when students are arguing about other rules; it is a “no argument rule” · Challenging students are always looking for loop holes · Wouldn’t Rule 4 cover this, too?
http://www.youtube.com/watch?v=CB1VFY3B9Zo&feature=related · Rule 4: Make Smart Choices · Humans need a lot of practice with this! · Covers broad range of activities in and out of the classroom · Can be extended to content, scenarios, life experience, etc. · Moral Reasoning · Behavior modification: first stop behavior, then 1 on 1, no AUDIENCE for corrections · Discuss via questioning to have student generate better decision making · SAFETY FIRST
http://www.youtube.com/watch?v=8U25w2LIc9w&feature=related · Review of teaching techniques · Class/Yes as attention getter; keep it novel · Linked concepts as alternate techniques: e.g. Teacher says, “4+4” Class says, “8” · Practice rules A LOT · Teacher is facilitator · “Don’t go in to teaching if repeating yourself bugs you, because teaching is repeating. Yeah, it is.” Week 1 Observations:INTASC: 1. Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. StudentDevelopment: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. 3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 5. Motivation and management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. http://www.youtube.com/watch?v=eBeWEgvGm2Y · He’s loud and excited · 10 finger “Woooo” · “It’s Cool” · “I need to see your faces.” · Review broken down into short lecture by teacher with short repeats by specific students called on by name! · Diagram on board · A lot of pair sharing with kinesthetic aspects “wag your finger in your neighbor’s face” etc.
*
http://www.youtube.com/watch?v=JJw9mzCtWbk&feature=related *middle school students attentive and participating--hands and eyes forward, speaking when requested *pair sharing *short chunks of information *hand gestures *successful interaction with minimal practice--imagine how amazing it would be over time http://www.youtube.com/watch?v=2lHL78quPag&feature=related · Follow directions quickly (moves hand “swimming” forward) · Raise hand for permission to speak (raises hand then lowers and talks with it) · Raise hand for permission to leave seat (raises hand then lowers and walks with it) · Make smart choices (taps temple with index finger) · Keep your dear teacher happy (frames face with hands and smiles) · Have signs for young children: Hercules or Hermes? Running; student at desk raising hand; picture of head profile showing brain; smiley face; Uses more formal signs for teenagers (no pictures only text!) · Recommends practicing rules at the start of each class period; make it fun and engaging; teacher or student gives prompts
http://www.youtube.com/watch?v=mS9btiKerAA&feature=related · Raising hands for permission to speak (Rule 2 of PT or WBT) is most difficult part of classroom management and hardest to get students to follow · Practice breaking rule 2 then modify behavior · He also mentions reinforcement via scoreboard · Change thinking by using a disruption to engage students in following rules http://www.youtube.com/watch?v=W1kxpBPtqyI&feature=related · How to introduce Power teaching to your class · Class/Yes · Engagement is Key
“To Sir with Love” · School is quiet at the entrance · Students in classroom are unruly, shouting, throwing things · Sydney Poitier’s character is calm, quiet · Teacher has students read out loud individually after he calls roll · He does not engage in power struggle · He does use sarcasrm—NO NO!
Kimberly Walls SECD 532 October 11, 2010 8 Es Observations 10/7/2010
3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
· Great use of relevant material to captivate student audience
· Nice job getting students up and moving
· Excellent use of visual aids and manipulatives
· Fun guessing game similar to 20 questions
· Awesome use of humor
· Relaxed atmosphere
· Superior knowledge of subject matter
· Colorful and hands on materials
· Teachers are approachable and make the knowledge of the subjects feel attainable
· Most presentations flowed well
Kimberly Walls SECD 532 October 3, 2010 Observations from 9-30
INTASC: 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 6. Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom.
Ch 4 from ITU: Assessments
· Should be authentic
· Journals and portfolios work well
· Like the idea of periodic student—teacher consultations (5-15 minutes each) to check in with students as to their grades, goals, concerns, etc.
Ch 5 from ITU: Finalizing Activities
· They should be real life activities that are relevant
· Instead of “field trips” use “place-based educational trip” so that they are funded
· Realistic role playing assignments or projects for example have students visualize themselves as marine biologists and research where they would work, how much schooling required, how much travel involved, what a typical day would look like, etc. Very in depth
Observations from 8 Es
· Engaging kinesthetic activities
· Clear and concise handouts
· Power point also useful
Kimberly Walls September 25, 2010 SECD 532 Observations 9-23
INTASC: Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals.
· Excellent enthusiasm
· Thinking outside the box
· Pragmatic
· Well paced
· Insightful, thorough
· Use of technology
· Parent/community involvement
· Cross-curricular lessons are the best way for students to learn
· Inspirational greeting
· Well organized and prepared
· Scope versus depth of content
· Collaboration and cooperation are important
· Have students help create unit names and themes
· NCLB & AYP can go hand in hand with ITUWeek 3 Bloom's Observations:
INTASC: 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
http://www.youtube.com/watch?v=LrKmM1cEffU&feature=related
Revised Bloom’s Taxonomy (1990’s—use of verb forms instead of noun forms for applied focus on meaning, long term memory, skills, attitude, and knowledge)
· Remembering: recall of info
· Understanding: explaining
· Applying: use of new info
· Analyzing: differentiation
· Evaluating: passing judgment
· Creating: making new things or concepts
INTASC: 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
http://www.youtube.com/watch?v=eZARe2_HQcA&NR=1
Learning, Assessment, & Bloom
· 3 Domains of Bloom each with different levels: Cognitive (thinking), Affective (feeling), Psychomotor (physical)
· 6 Domains of the Cognitive: from highest to lowest=evaluation, synthesis, analysis, application, comprehension, knowledge
· Can’t progress to higher levels without foundational levels of comprehension and knowledge
· In this outline, evaluation is at the top of the hierarchy which is different from the birthday cake outline in which creation is at the top
http://www.youtube.com/watch?v=LrKmM1cEffU&NR=1
Duplicate of first link
INTASC: 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals.
http://www.youtube.com/watch?v=e8Tx5zxNMFk&NR=1
· Birthday cake analogy for Blooms as a hierarchy with create at the top and remember at the bottom
INTASC: 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
http://www.youtube.com/watch?v=fFYI_Qo8wpY&feature=related
Vella’s 12 Principles of Good Teaching (1994)
· Teaching based on needs assessment
· Safety first
· Sound relationships (all inclusive; trust)
· Sequence & reinforcement
· Praxis: theory & practice together
· RESPECT
· Ideas, feeling, actions
· Immediacy
· Clear roles
· Teamwork
· Engagement
· Accountability Week 2 Observations:INTASC: 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. 3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 5. Motivation and management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
http://www.youtube.com/watch?v=g183OXxJ2pw&feature=related
· Review of 5 classroom rules
· Focus on Rule 3
· Play a game to practice breaking the rule similar to rule 2 above
· Then practice the right way
· Let them know that sometimes it’s ok to wander (he uses a visual cue—green post-it; green means go).
· When kids follow the rules they are engaged
· “Engagement is what Power Teaching is all about”
http://www.youtube.com/watch?v=hmAnGnJKlwA&feature=related
· Focus on rule 5: Keep your dear teacher happy
· No power struggles
· He Acknowledges that there are “challenging” students and discusses non-argumentative ways to deal with them
· Refer to rule 5 when students are arguing about other rules; it is a “no argument rule”
· Challenging students are always looking for loop holes
· Wouldn’t Rule 4 cover this, too?
http://www.youtube.com/watch?v=CB1VFY3B9Zo&feature=related
· Rule 4: Make Smart Choices
· Humans need a lot of practice with this!
· Covers broad range of activities in and out of the classroom
· Can be extended to content, scenarios, life experience, etc.
· Moral Reasoning
· Behavior modification: first stop behavior, then 1 on 1, no AUDIENCE for corrections
· Discuss via questioning to have student generate better decision making
· SAFETY FIRST
http://www.youtube.com/watch?v=8U25w2LIc9w&feature=related
· Review of teaching techniques
· Class/Yes as attention getter; keep it novel
· Linked concepts as alternate techniques: e.g. Teacher says, “4+4” Class says, “8”
· Practice rules A LOT
· Teacher is facilitator
· “Don’t go in to teaching if repeating yourself bugs you, because teaching is repeating. Yeah, it is.” Week 1 Observations:INTASC: 1. Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. Student Development: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development. 3. Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills. 5. Motivation and management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interactions in the classroom. 7. Planning: The teacher plans instructions based upon knowledge of subject matter, students, the community, and curriculum goals. 8. Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 9. Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices or actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
http://www.youtube.com/watch?v=eBeWEgvGm2Y
· He’s loud and excited
· 10 finger “Woooo”
· “It’s Cool”
· “I need to see your faces.”
· Review broken down into short lecture by teacher with short repeats by specific students called on by name!
· Diagram on board
· A lot of pair sharing with kinesthetic aspects “wag your finger in your neighbor’s face” etc.
*
http://www.youtube.com/watch?v=JJw9mzCtWbk&feature=related
*middle school students attentive and participating--hands and eyes forward, speaking when requested
*pair sharing
*short chunks of information
*hand gestures
*successful interaction with minimal practice--imagine how amazing it would be over time
http://www.youtube.com/watch?v=2lHL78quPag&feature=related
· Follow directions quickly (moves hand “swimming” forward)
· Raise hand for permission to speak (raises hand then lowers and talks with it)
· Raise hand for permission to leave seat (raises hand then lowers and walks with it)
· Make smart choices (taps temple with index finger)
· Keep your dear teacher happy (frames face with hands and smiles)
· Have signs for young children: Hercules or Hermes? Running; student at desk raising hand; picture of head profile showing brain; smiley face; Uses more formal signs for teenagers (no pictures only text!)
· Recommends practicing rules at the start of each class period; make it fun and engaging; teacher or student gives prompts
http://www.youtube.com/watch?v=mS9btiKerAA&feature=related
· Raising hands for permission to speak (Rule 2 of PT or WBT) is most difficult part of classroom management and hardest to get students to follow
· Practice breaking rule 2 then modify behavior
· He also mentions reinforcement via scoreboard
· Change thinking by using a disruption to engage students in following rules
http://www.youtube.com/watch?v=W1kxpBPtqyI&feature=related
· How to introduce Power teaching to your class
· Class/Yes
· Engagement is Key
“To Sir with Love”
· School is quiet at the entrance
· Students in classroom are unruly, shouting, throwing things
· Sydney Poitier’s character is calm, quiet
· Teacher has students read out loud individually after he calls roll
· He does not engage in power struggle
· He does use sarcasrm—NO NO!